/n/ Final Flashcards
Conventional word-final /n/ targets at the single-word level.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
For /n/ the tongue tip lifts to the ridge behind the top teeth and stays there while the sound comes through the nose. Tell the child to finish with their tongue up and hold it for a moment. Use the rhyming groups together, man, pan, can, fan, since only the first sound changes and the ending stays the same. Six minutes covers the set several times.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and wait 3 seconds for the student to say it.Log as correct
- Visual cuePoint to your mouth, or show the mouth picture for /n/, before the student tries again.Log as cued
- Verbal modelSay the word; the student says it right after you.Log as cued
- Placement cueTongue tip on the bumpy ridge behind your top teeth and keep it there. Hum so the sound comes out of your nose.Log as cued
Adjust it
Drop to syllables ('an' and 'een'), or use fewer cards.
Put each word in a short carrier phrase with no /n/ in it or mix in /n/ words from another position.
Matching IEP goal
Given picture cards, Student will produce /n/ in the word-final position in single words in 8 of 10 opportunities across 3 consecutive sessions, given no more than a visual cue.
Send it home through the parent portal →About this activity
Twelve word-final /n/ targets at the single-word level: man, pan, ten, can, fan, pin, bun, moon, cone, bone, hen, pen. All are one syllable, so the only job is closing the word with /n/. Several rhyme, man, pan, can and fan, which makes it easy to hear when the ending is dropped and the rest of the word is right.
What to listen for
Listen for final consonant deletion, where man becomes ma and bone becomes bo. Some children swap /n/ for /m/ at the end, closing the lips instead of lifting the tongue, so moon comes out as moom. Note whether the ending holds after long vowels in moon, cone and bone as well as after short vowels in pin and hen.
Carrying it home
Counting to ten, reading a book about the moon, or cooking with a pan all give natural chances. Ask the family to pause and let the child finish the word, so the /n/ is the child's to produce.
What's in this activity
- man
- pan
- ten
- can
- fan
- pin
- bun
- moon
- cone
- bone
- hen
- pen
Questions
- Why do the rhyming words help?
- Man, pan, can and fan all share the same ending, so the child hears the /n/ repeat and can compare their own production to the model.
- Is it free?
- Yes, the board plays in the browser with no login. An account adds session data, goal scoring and assignment.
- What grades is this for?
- PreK through second grade.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.